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Sport Education Program:

SEPEP is a program designed especially for Physical Education, which can be used for a variety of sports including team
sports, individual sports and fitness programs. The SEPEP model encourages participation and involvement in physical
education in school and out of school, because it provides an opportunity to take on a variety of different roles within a
sporting event, including manager, coach, umpire, scorer and many more. It gives students an opportunity to take ownership
and responsibility of their own learning, with the teacher taking the role of the facilitator, (Australia Sports Commission,
2007).The Sport Education model has several distinct characteristics including, Seasons, Team Affiliation, Formal Competition,
Keeping Records and Festivity, which will be discussed in detail later on, (Metzler, 2001). The Sport Education Program was
designed by Daryl Siedentop (1991), to provide students with a rich sporting experience in a physical education context.
The season will cover 12 lessons and will be played in the Physical Education Centre. The Physical Education class has 30
students in and has been specifically developed for a Year Nine Girls Class- Level 6 VELS.
Year 9 Student have been categorised as the most at risk group for losing motivation in school . I noticed in my first
practicum the year 9 girls were the group I found most challenging as they would often lose interest in some activities and
start chatting with their friends. I found it hard to keep everyone engaged and motivated to participate consistently
throughout the lesson. At the start of my practicum I gave the girls a Cool PE survey (See Appendix 1), asking them a range
of questions about their physical education classes. I collated the data from the surveys and structured this program around
the results. Most of the girls did enjoy physical education, and one thing they wanted to change about their PE classes was to
do something different. A few of the girls said they enjoyed team sports and some of them even play basketball outside of
school.
Recent research has shown that girls experiences of Physical Education in school are often negative, (Australian Sports
Commission, 2007). The SEPEP model was chosen because I believe it will increase their motivation and engagement,
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considering it is a student-centred model of learning. The students will take responsibility of their learning and have
opportunities to take on different roles in a team, such as a player, umpire, scorer, team manager, and many more. Myself as
the teacher will take the role as a facilitator, helping students out and making sure everything is running smoothly. A large
part of the SEPEP program is the Competition and Celebration at the conclusion of the season and unit. I think this part of the
program will really motivate and excite the students. For the competition they will be able to get dressed up and create
outfits for their teams, they will also be given the opportunity to create a team chant or dance for their team. I believe this
aspect will really appeal to the girls, and will allow them to get involved in their team spirit. SEPEP relies on direct instruction,
peer teaching and cooperative learning, so it will give everyone a chance to work together and try something different.

Sport Education Characteristics:


Seasons: A season involves a series of consecutive lessons, which include pre-season activities, and practice leading up to
competition.
Team Affiliation: Students become a member of a team throughout the season, and take on different roles such as manager,
coach, umpire and so on, as well as playing in the team.
Formal Competition: The students practice throughout the season leading up to a formal competition and then a celebrative
event at the conclusion of the program.
Keeping Records: Provides opportunities for keeping records team records: outcome and scores of matches and individual
records; player performance.
Festivity: The festivity of the sport can be encouraged through sports notice board, team photos, uniforms, and team chants.
Metzler, 2000.

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The Sport Education Model provides opportunities to:

Participate in a realistic context of a sport in a physical education setting.


Explore a sport in a different way.
Develop cooperative skills, social interaction skills and a team identity.
Plan and develop a sports programme.
Take responsibility for their own learning, and for their team.
Be challenged by interaction with peers including peer support and peer trust.
Feel an included and valued member of a team.

The central goals of a Sport Education Program are to teach you to become a literate, enthusiastic and competent sports
person.
Metzler, 2000.

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Description of Students Roles:


SEPEP provides an opportunity for students to understand and be involved in the management and organisation of a sport as
well as playing the sport. Students will be allocated into a team and will be a player, however when the teams are allocated
they will also assume a role in their team. After the first couple of lessons I will allocate teams along with the sports board
representative, taking into account different skill levels and abilities, groups of friends. In the first couple of lessons we will
have a discussion of the characteristics of the different roles, and they will have an opportunity to show interest in which role
they wanted to play in their team. The roles include:

Player
Team Manager
Captain/Vice Captain
Coach
Umpires
Scorers
Public relations
Sports Board Representatives.
Equipment manager

Australian Football League, 2003.

Player:
Every student will assume the role of a player.
Duties of a player include:
Trying your best in all games.
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Being a fair and cooperative sports person.


Including everyone in your team in the sport.
Be able to cooperate effectively with team mates.
Make the sports program an enjoyable experience for your team and other teams.

Team Manager and Team Captain:


Duties of a team manager and team captain involve:

Possess leadership qualities.


Need to set a positive example for other team members in terms of behaviour and fair play.
Need to provide the team with direction, while listening to every bodys ideas and perspectives.
Along with the coach sort out any disputes in the team or with umpires.
Assist in warm ups and training sessions.
Observe skilled behaviour and examples of fair play and conduct in the team for the awards ceremony at the
conclusion of the program.

Coach:
Duties of a coach include:

Organising training sessions and warm-ups.


Discussing with the coach and other players strategies to enhance performance.
Ensure everyone in the team is getting a fair go and is included in the games and team.
Along with the captain sorting out any disputes among players or umpires.
Organising practice matches
Possess good communication skills and an enthusiastic and positive attitude.
Guide and motivate the team.

Umpire:
Duties of an umpire include:
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Responsible for officiating practice and match games.


Must know the rules well
Must be fair and consistent in their decisions.
Use the whistle correctly and be able to project their voice.
Vote for best and fairest for each game.

Scorer:
Duties of a scorer include:

Responsible for accurately recording the statistics and scores for each game.
Compiles game scores.
Provides records to coaches and public relations officer.
Maintaining team records.

Public Relations:
Duties of the Public Relations role include:

Collect scores for each game, and summarise results.


Create and update a ladder of the teams.
Organise a celebration at the end of the tournament i.e BBQ.
Design a poster to provide information about the competition and celebration.
Prepare and collect voting forms for umpire to complete after games.
Judge the best chant and team uniform on the competition day.

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Sports Board Representative:


Duties of a Sports Board Representative include:

Responsible for planning and running the season along with the teacher.
Helping out with the selection of teams.
Creating a fixture for the season.
Help to organise the end of season event and celebration.
Run the awards ceremony and distribute awards.

Equipment Manager:
Duties of an Equipment Manager include:

Find out what equipment coaches and manager need for their warm-ups and training sessions.
Be punctual to ensure that equipment is out and ready for the teams.
Ensure that all equipment is returned and in the same condition as it was.
Be organised throughout the season.

Code of Conduct:
It is important that all players in the Basketball Sport Education program have a common code of behaviour to adhere to in all
games and throughout the season. After consultation with the class this code of behaviour has been formulated for the
Basketball Sport Education Program. All players involved in this competition must sign and abide by this code of conduct.

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Code of Conduct:
All Players in the competition must abide by the following:

I
I
I
I
I
I
I
I
I

will
will
will
will
will
will
will
will
will

try my hardest in this competition.


play by the rules and be a fair sportsperson.
not argue with my team mates, other teams or the umpire or scorers.
be a good sport all the time, encourage my team and acknowledge all good efforts from others.
cooperate with my team mates, coach, umpires, and opponents.
accept the umpires calls and not argue.
be gracious in victory and defeat.
do my best to include my team mates.
do my best to make this experience fun and enjoyable for everyone.

I agree to abide by the code of behaviour above:


Signature of player:
Date:

Safety:

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An important objective of these procedures is the provision of safe environments for physical education in sport.
When planning this program it is my responsibility the activities, equipment and settings are all safe for students.
Here are some things I can do to make sure it is a safe environment for my class.

Provide supervision of activities at all times.


Discuss safety precautions and practices with students when doing a new activity.
Ensure an adequate warm-up to reduce risk of injury.
Organise activity areas where there is between students and obstacles including fences, posts, nets, bins and walls.
Understand students learning abilities and any injuries or medical conditions they have.
Pay attention to the suitability of the floor surfaces, and if they are slippery or dangerous in any way.
Make sure that students are wearing appropriate clothing and footwear at all times.
Encourage students to drink water during the program to rehydrate.
Encourage students to follow sun protection practices like wearing a hat and sunscreen.
Ensure facilities and equipment are appropriate and safe.
Ensure first aid is readily available.

ACHPER, 2008

Rules:
The program will be played against the official Basketball Rules, See Appendix 2.

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There will be six teams, each with five players on. The games will go for 15 minutes, with a minute break at half time. The
sports board representative will create a fixture in which all teams will verse each other. The competition will be played
over 4 lessons, followed by the award ceremony and end of season festivities.

Choosing a team role:


Here is your opportunity to show interest in what role you would like to contribute to your team. Myself and the sports board
representatives will make the final decision on the roles. We will do our best to allocate you to a role that you choose in your
top 3 preferences but unfortunately not everybody will be able to get what they want.
In the table below put your 1st preference, 2nd preference and 3rd preferences for the roles you would most want to do.
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Team manager
Captain
Coach
Umpire
Scorer
Public Relations
Sports board Representative
Equipment manager

SEPEP BASKETBALL:

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Team name

____________________________________

Team uniform

____________________________________

Team chant
Team members
____________________
___________________ ____________________
___________________

___________________ ____________________

Team appointments
Coach
Manager (in charge off court)

_______________________

Captain (in charge on court)

_______________________

Scorer

_______________________

Umpires __________________

_______________________

Assessment:

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Assessment is an ongoing process, referring to obtaining and interpreting information about the skills, knowledge and
attitudes of pupils both formally and informally. Assessment is used to determine how a student is progressing, and make
changes in the program to maximise student learning and performance (Tinning et al, 2001).
Purposes of assessment:

To determine whether learning is occurring and at what level.


To provide feedback on learning to improve performance
For motivation purposes
To select and screen.

Tinning, et al 2001.
Assessment for Learning occurs when teachers use inferences about student progress and learning to inform their teaching.
The wide variety of information that teachers collect provide the basis to for determining what needs to be done next to
maximise learning. The purpose of this type of assessment is Formative and is done throughout the learning process.
Assessment as Learning occurs when students monitor and reflect on their progress to inform future learning goals. This type
of assessment lets students take responsibility for their own learning and monitoring future direction.
Assessment of Learning occurs when teachers use evidence of student learning to make judgements of student learning
against goals and standards. The purpose of this type of assessment is usually summative and is done at the conclusion of a
unit or task.
(Manitoba Education, 2006).

Learning Domains and Interactions:


Sport Education aims for student learning across all three learning domains; cognitive, affective and psychomotor. These
three learning domains cover the main goal of SEPEP which are to be a literate, competent and enthusiastic sports person.
Although from time to time there will be a focus on one domain priority, over the whole season it will balance out amongst all
areas of the learning domains.
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Literate: Cognitive and affective.


Enthusiastic: Affective
Competent: Pyschomotor with strong cognitive support.
(Mezler, 2001)
It is beneficial for a teacher to understand the learning that is fostered in all parts of the Sport Education model so the
teacher can provide a balance for each domain priority across the season.
The following table shows how the various domain priorities shift across various times in basketball Sport Education program.

Learning activity
Making organizational decisions

Temporary domain priority


1. cognitive

Pre season practice (player)

2. affective
1. psychomotor
2. cognitive

Pre season practice (coach)

3. affective
1. cognitive
2. affective

Learning duty roles (umpire,

3. psychomotor
1. cognitive

scorekeeper, trainer, etc)

2. affective

Working as a team member

3psychomotor
1. affective
2. cognitive

During competitive games (player)

3.pyschomotor
1. psychomotor

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2. cognitive
During competitive games (coach

3. affective
1. cognitive (strategy and tactics)
2. affective (team leadership)
(Metzler, 2011)

Level 6 Standards Assessed:


Physical, Personal and Social Learning: Health and Physical Education.
Strand:

Domain:

Dimension:

Standards assessed:

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Physical,
Personal and
Social Learning.

Health and
Physical
Education

Movement and
Physical activity.

Interpersonal
Development
:

Building social
relationships:

Students demonstrate
proficiency in the execution of
manipulative and movement
skills during complex activities.
They demonstrate advanced
skills in selected physical
activities.
Students employ and devise
skills and strategies to counter
tactical challenges in games
situations.
They assume responsibility for
conduct of aspects of a sporting
competition in which roles are
shared and display appropriate
sporting behaviour.

VELS, 2009
Students demonstrate
awareness of complex social
conventions, behaving
appropriately when interacting
with others.
They evaluate their own
behaviour in relationships,
identify potential conflict and
employ strategies to avoid
and/or resolve it.

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Working in
Teams:

Students work collaboratively,


negotiate roles and delegate
tasks to complete complex
tasks in teams.
Students develop and
implement strategies for
improving their contributions to
achieving the team goals
VELS, 2009

Interdisciplinary learning: Communication and Thinking


Strand:
Interdisciplina
ry Learning:

Domain:
Communicati
on:

Dimension:
Listening, Viewing
and Responding.

Standards Assessed:
Students identify the ways
in which complex messages
are effectively conveyed
and apply this knowledge to
their communication.
Students use complex
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Thinking:

Presenting:

Reasoning,
processing and
inquiring.

Creativity:

verbal and non-verbal cues,


subject-specific language,
and a wide range of
communication forms
They provide constructive
feedback to others and use
feedback and reflection in
order to inform their future
presentations.
They generate questions
that explore perspectives
They process and
synthesise complex
information and complete
activities focusing on
problem solving and
decision making which
involve a wide range and
complexity of variables and
solutions.
Students experiment with
innovative possibilities
within the parameters of a
task.
They apply selectively a
range of creative thinking
strategies to broaden their
knowledge and engage with
contentious, ambiguous,
novel and complex ideas.
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Reflection,
evaluation and
metacognition.

VELS, 2009
When reviewing information
and refining ideas and
beliefs, students explain
conscious changes that may
occur in their own and
others thinking and analyse
alternative perspectives and
perceptions.

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UNIT PLAN:

Lesson
Outcomes
Learning activities
Number
Where
1- 3 outcomes per
What activities will you
the
lesson
be doing in each lesson?
lesson
dot points
fits in
how do they relate
the
to assessment
sequenc
e (single
or
double)
1
Understanding
Introduction to
SEPEP philosophy
sepep
What is SEPEP?
and history and
Explain SEPEP
rules of
philosophy
basketball.
Describe goals and
Understand goals
objectives of unit
and objective of
and expected
unit and
behaviour.
expected
What are the roles
behaviour.
of the students vs
Participation and
the teacher?
engagement in

Resources

Assessment

What resources
will you be using
and/or where did
you source your
lesson idea from
Book/article/web
page etc

How will you


assess the
learning in this
lesson?

Siedentop,
et al 2004.
Job
Description
Sheet
Choice of
role form
First journal
entry
Basketball
Australia,
2008.

Class
Discussion.
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
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activities.

2&3

Code of Conduct
agreement.
Understanding
characteristics of
roles and teams.
Brainstorm and
development.

Discuss and
History and rules of
Basketball.
Discuss what roles
are needed to run a
season of
basketball.
Students fill out role
form, and choose
their top 3
preferences.
Teacher chooses
Sport Board
Representative.
Work with the
sports board
representative to
choose teams and
roles.
Each player reads
and signs the
Player Code of
Conduct.
Outline Student

Appendix 3

Code of
Conduct
Team roles
Assessment
Criteria
Weekly
Journal
entry
Rules,
appendix 1

Students
write Week
1 Journal
entry.

Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
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Understanding
how to run a
warm-up.
Skill
development.
Taking ownership
over their team
and learning.

assessment.
Discuss in detail
how the lessons will
run, and how the
students are taking
responsibility for
their learning.
Practice round
robin, for girls to
understand how the
games will be
played. 5 minute
halves.
Teacher runs a
warm-up and
explains dynamic
activities, so they
are able to do it in
the following
lessons.
Basic basketball
skills activities run
by coach.
Conduct discussion

participation
in activities.
Students
weekly
journal.

Weekly
journal
entry
Peer
assessment
criteria
Basketball
drills and
skills
worksheet.
Warm up,

Class
discussion
Observation
of team
interaction
and
behaviour
AssessmentEngagement
and
participation
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5&6

Peer Teaching
Skill
Development
Reflection

on peer teaching.
Criteria.
Fixture and
tournament details
to be decided and
planned by sports
board
representatives.
Introduction to
team positions,
plays and
strategies.
Team warm ups run
by students.
Peer teaching
assessment.
Set up four stations,
each station
focuses
On different skills,
including free throws
and shooting,
dribbling, passing and
agility. Students need

Appendix 3
Skill
developmen
t Appendix
4

in activities.
Students
weekly
journal.

Weekly
Journals.
Peer
teaching
criteria.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4

Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
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Peer Teaching
Reflection
Skill
Development
and Tactics

to create a drill and


will teach it to the
class next lesson.
Coaching clinics on
different
offensive/defensive
plays including
zones, boxing out
and man on man.
Warm down and
teacher reflection.
Students continue
to develop team
strategies, tactics
and plays.
Peer teaching,
groups teach the
whole class the drill
they made up.
Warm down and
discussion.

Students
weekly
journal.
Peer
Assessment.

Weekly
journals
Peer
teaching
criteria
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4

Class
discussion
Observation
of class
interaction
and
behaviour
AssessmentEngagement
and
participation
in activities.
Students
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weekly
journal.
Peer
assessment.

Team
cooperation.
Assessment of
roles
Reflection on
progress.

Warm up done by
coach/captain.
Training session run
by captain/coach.
Practice round
robin- 10 min
games.
Publicity for round
robin coming up.

Siedentop
et al, 2004.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4

9 & 10

Feedback and
reflection.
Team
cooperation

Warm up done by
coach/captain.
Training session run
by captain/coach.

SEPEP roles
assessment.
Weekly
journal.

Class
discussion
Observation
of class
interaction
and roles.
AssessmentEngagement
and
participation
in activities.
Students
weekly
journal.
Class
discussion
Observation
of class
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Game reflection

Watch team chants.


Round 1 and 2
Umpire gives voting
forms in.
Teacher reflection
and feedback on
performance.

Siedentop
et al, 2004.
Warm up,
Appendix 3
Skill
Developme
nt Appendix
4

11 and
12

Understanding of
SEPEP program.
Game and self
reflection
Team
cooperation.

Final games and


presentation.
Warm up done by
coach/captain.
Training session run
by captain/coach.
Watch team chants.
Round 3
Umpire gives voting
forms in.
Presentation

Weekly
journal
Team
reflection.
Roles
assessment
Skill
developmen
t criteria
End of
season

interaction
and roles.
AssessmentEngagement
and
participation
in activities.
Students
weekly
journal.
Skill
Developmen
t.
End of
season
SEPEP
reflection.
Journal
reflection.

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awards:
Most valuable
player.
Most improved
player
Best team chant
Best team uniform
Fair play award
Participation award.
BBQ lunch to follow.

survey.

Student assessment:
Written:

Journal Entries:
Journal entries are to be completed weekly, reflecting on what they have learnt, their strengths and weaknesses and
effort in their role.
Game reports, newsletters, results. Task specific- public relations.
Umpire reports (if required)

Oral:

Team discussions.
Individual performance within their role.
Peer teaching: students had to think of a drill as a team for their specific skill station and teach it to the class.

Performance:

Observation on individual skill development.


Observation on teams tactic and strategy.
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Game specific and individual.

Peer teaching:

Peer teaching reflection.


Ability to communicate their skill effectively with class.

Reflection and Evaluation:

Self reflection on role.


Team reflection.
End of SEPEP season survey.

Weekly journal entries:


Use the following to prompt your reflection every week:
Today I learnt.....
My strengths are.....
My weaknesses are....
What I enjoyed most about todays lesson was.....
In the next lesson I would like to improve on......
I felt in my team I worked....
Have I involved myself in all aspects of SEPEP and my team?
What can I do to improve my performance?
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How can I work better in my team?


What are my goals for the rest of the season?

Journal Assessment Criteria:


Criteria

High

Mediu
m

Low

Not
Shown

Provided a detailed and insightful initial self reflection. 5 Marks

Consistent weekly reflections consisting showing evidence of thought and


evaluation. 15 marks
Well written reflections with correct grammar, spelling and punctuation. 5 marks

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Completion of journal entries on time consistently week after week. 5 marks

Reflection /30
Comments:

SEPEP Roles and Responsibilities Checklist:


At the end of each lesson think about the responsibilities that you successfully completed. For each responsibility successfully completed
place a cross (X) in the box. For each responsibility that you did not successfully complete place a (-) in the box. If you are the coach your
role will not change and you will remain in this position for the entire season. All other roles will change on a regular basis.

Roles and responsibilities


Lessons:
1
Coach
Lead skill and strategy practice
Makes descisions about team line ups
Provides leadership for team
Communicate with and support captain
Assist teacher when needed

1
0

11

1
2

Captain
Leads team warm ups

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Reports injuries to teacher


Provides on field leadership
Setting a good example
Scorer
Records scores during game play
Maintains ongoing team records
Summarises game scores
Provides financial records to coaches and public relations officer.
Umpire
Manages game play
Interprets rules during game play
Mediates conflict
Is fair and consistent

Public relations officer


Gets scores and records from scorer
Keeps ladder up to date
Organisation of promotional information
Writes reports for school newsletter
Manager
Organises home court space
Reports injuries to teacher
Sorts out disputes amongst players
Assist in training sessions

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Equipment Manager
Inspects and cares for equipment
Ensure the correct equipment is brought to training and matches
Distributes equipment
Ensures all equipment is collected and returned at the end of each session.
Sports board
Prepares a list of team duties
Roster of training facilities
Makes good descisions regarding any disputes that may arise
Organisation of events

Team Evaluation:
Place a cross along the line that best represents your group.

Rarely

Always

We allowed everyone in the group to contribute to team ideas and discussions.


Rarely

Always

We gave everyone a fair go in all games.


Rarely

Always

We were an encouraging and positive team throughout the season.


Rarely

Always
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We played fairly against other teams and were respectful to everyone involved.
Rarely

Always

What would you change about your team next time?


What was your group effective in doing?
What skills did your team possess to help your success in this season?

Peer Assessment:

Criteria

High

Mediu
m

Low

Not
Shown

Set up equipment appropriately. 5 marks

Organised and prepared for the skill and drill execution. 5 marks

Communicated with the class effectively, to demonstrate skill. 5 marks

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Engaged the class with a loud and clear voice. 5 marks

Comments:
/20

End of Season Survey:

What did I learn about the SEPEP basketball unit?

What would I change or do differently next time?

How did my team work effectively to make it a successful season?

What did I enjoy most about this unit?

What did I enjoy least about this unit?


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What skills did I improve on throughout the season?

SKILL ASSESSMENT CRITERIA

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Criteria

Always

Mostly

Someti
mes

Not
Shown

Skill execution:
Student showed a high level of participation, and was able to proficiently
execute a range of skills with ease. Student takes responsibility for their own
learning and completes their role every week to the best of their ability. 10
marks
Demonstrates and maintained a positive attitude throughout the whole
season, respecting team mates, opponents, umpires and scorers. 5 marks
Group:
The student promoted equality in their group, accepting every members
ideas and opinions. 5 marks
Student created and used space effectively during games. Student
understood the rules, tactics and plays of basketball and could effectively use
them in games. 10 marks

References:

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Australian Football League, 2003, AFL Sport Education in Physical Education Program, AFL Publishing, Melbourne
Manitoba Education, 2006, Rethinking Classroom Assessment With Purpose, Citizenship and Youth, Program Schools division,
Manitoba.
Metzler, M, 2000, Instructional Models for Physical Education. Boston, Allyn and Bacon.
Siedentop, D, 1991, Developing teaching skills in physical education 3 rd ed, Mountain View, CA. Mayfield
The Australian Council for Health, Physical Education and recreation, 2008, Phase Sport Education Model, ACHPER, Kew East,
VIC
Tinning, R, MacDonald, D, Wright, J & Hickey, C, 2001, Becoming a Physical Education Teacher, Pearson Education Australia.
Victorian Essential Learning Standards, 2009, Health and Physical Education: Level 6 Standards,
http://vels.vcaa.vic.edu.au/vels/hpe.html , retrieved on June 6th 2012.

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Appendix 1:
Year 9 Cool PE Survey:
1. Do you participate in any sporting activities outside of school? If so what do you play?

2. What feelings do you associate with P.E? eg, happy, sad, excited.

3. What do you enjoy most about P.E?

4. What do you enjoy least about P.E?

5. What would you change about your P.E lessons?

6. On a scale of 1-10 how much do you enjoy P.E? 10 being the highest?

7. When you see P.E on your timetable for the day what is your first reaction?

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Appendix 2:
Basketball Rules:
Basketball Australia, 2008, Official Basketball Rules 2008, Retrieved on 5 th June 2012,
http://www.basketball.net.au/index.php?id=352
National Basketball Association, 2004, Official Rules of the National Basketball Association, retrieved on 5 th June 201, from
http://www.nba.com/analysis/rules_index.html

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Appendix 3:
Warm: up
Grow-tail.com, N.D, Basketball Warm-up Routine, retrieved on 5 th June 2012 from http://www.growtall.com/basketball-warmup-routine.htm

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Appendix 4:
Basketball Skill Development and Drills:
Coaches Clipboard 2001, Basketball Drills, Retrieved on 5 th June 2012, http://www.coachesclipboard.net/BasketballDrills.html

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